Good for Mrrzy, for bringing the discussion back to the original post.

When I finally left teaching, the new textbooks were just beginning to use several sources printed on a page to illustrate the various viewpoints on a topic. One of my responsibilities (450 pupils) was to buy books for Geography, History and (sorry Steve) Religious Education. The History books in particular were changing, and eye-witness accounts, reproductions of documents and if available, photos of events in the past were presented to the pupils. Questions at the end of each chapter would ask for opinions, conclusions or evaluations instead of just a list of facts to memorise. (These were for 12 year-olds) Often there were conflicting accounts,to stretch their minds a bit.
It did encourage the children to think for themselves and use 'evidence' rather than 'teacher says'.
Even the Religious Education fare was presented as Comparative Religion, with the aim that the pupils would know about the great World Religions, how their adherents lived their lives etc. It was in no way Indoctrination, and no one religion was treated as more important than another.
This was one aspect of the National Curriculum which met with my approval!